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SPRUCE SCHOOL - NEW YORK STATE REPORT CARD [2018 - 19]

The New York State Report Card is an important part of the Board of Regents’ effort to create educational equity and raise learning standards for all students. Knowledge gained from the report card on a school’s or district’s strengths and weaknesses can be used to improve instruction and services to students. The report card provides information to the public on school/district staff, students, and measures of school and district performance as required by the Every Student Succeeds Act (ESSA). Fundamentally, ESSA is about creating a set of interlocking strategies to promote educational equity by providing support to districts and schools as they work to ensure that every student succeeds. New York State is committed to ensuring that all students succeed and thrive in school no matter who they are, where they live, where they go to school, or where they come from.

Glossary and Guide

Grades 3-8 English Language Arts Summary Results (2018-19)

Grade Not Tested Tested Level 1 Level 2 Level 3 Level 4 Proficient
(Levels 3 & 4)
# % # % # % # % # %
Grade 3 20 67 6 9% 31 46% 28 42% 2 3% 30 45%
Grades 3-8 20 67 6 9% 31 46% 28 42% 2 3% 30 45%

Grade 3 ELA Results

Mean Score: 598
Subgroup Not Tested Tested Level 1 Level 2 Level 3 Level 4 Proficient
(Levels 3 & 4)
# % # % # % # % # %
All Students 20 67 6 9% 31 46% 28 42% 2 3% 30 45%
General Education 6 54 4 7% 24 44% 24 44% 2 4% 26 48%
Students with Disabilities 14 13 2 15% 7 54% 4 31% 0 0% 4 31%
Black or African American 1 2
Hispanic or Latino 2 4
White 17 58 4 7% 27 47% 25 43% 2 3% 27 47%
Multiracial 0 3
Small Group Total 3 9 2 22% 4 44% 3 33% 0 0% 3 33%
Female 11 36 3 8% 16 44% 16 44% 1 3% 17 47%
Male 9 31 3 10% 15 48% 12 39% 1 3% 13 42%
Non-English Language Learners 20 67 6 9% 31 46% 28 42% 2 3% 30 45%
Economically Disadvantaged 17 42 5 12% 19 45% 16 38% 2 5% 18 43%
Not Economically Disadvantaged 3 25 1 4% 12 48% 12 48% 0 0% 12 48%
Not Migrant 20 67 6 9% 31 46% 28 42% 2 3% 30 45%
Homeless 0 1
Not Homeless 20 66
Not in Foster Care 20 67 6 9% 31 46% 28 42% 2 3% 30 45%
Parent Not in Armed Forces 20 67 6 9% 31 46% 28 42% 2 3% 30 45%

Grades 3-8 Mathematics Summary Results (2018-19)

Grade Not Tested Tested Level 1 Level 2 Level 3 Level 4 & Above Proficient
(Levels 3 & Above)
# % # % # % # % # %
Grade 3 24 61 16 26% 20 33% 20 33% 5 8% 25 41%
Grades 3-8 24 61 16 26% 20 33% 20 33% 5 8% 25 41%

Grade 3 Math Results

Mean Score: 595
Subgroup Not Tested Tested Level 1 Level 2 Level 3 Level 4 Proficient
(Levels 3 & 4)
# % # % # % # % # %
All Students 24 61 16 26% 20 33% 20 33% 5 8% 25 41%
General Education 10 48 8 17% 17 35% 18 38% 5 10% 23 48%
Students with Disabilities 14 13 8 62% 3 23% 2 15% 0 0% 2 15%
Black or African American 1 2
Hispanic or Latino 4 2
White 19 54 13 24% 19 35% 17 31% 5 9% 22 41%
Multiracial 0 3
Small Group Total 5 7 3 43% 1 14% 3 43% 0 0% 3 43%
Female 12 33 11 33% 12 36% 7 21% 3 9% 10 30%
Male 12 28 5 18% 8 29% 13 46% 2 7% 15 54%
Non-English Language Learners 24 61 16 26% 20 33% 20 33% 5 8% 25 41%
Economically Disadvantaged 20 38 13 34% 12 32% 9 24% 4 11% 13 34%
Not Economically Disadvantaged 4 23 3 13% 8 35% 11 48% 1 4% 12 52%
Not Migrant 24 61 16 26% 20 33% 20 33% 5 8% 25 41%
Homeless 0 1
Not Homeless 24 60
Not in Foster Care 24 61 16 26% 20 33% 20 33% 5 8% 25 41%
Parent Not in Armed Forces 24 61 16 26% 20 33% 20 33% 5 8% 25 41%

Annual Regents examination results include those from August, January, and June of the reporting year. If a student takes the same Regents examination multiple times during the reporting year, only the highest score is included in these results.

TOTAL COHORT REGENTS EXAMINATION RESULTS

A High School Cohort consists of all students who first enter grade 9 anywhere or, in the case of ungraded students with disabilities, reach their seventeenth birthday in a particular school year (July 1 - June 30). The "year" used to identify the cohort is the year in which the July 1 - December 31 dates fall. Results are reported four years after these students first enter grade 9.

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